本文選題：幼兒教師學習共同體　切入點：對話　出處：《上海師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：隨著國內(nèi)外對學前教育的逐漸重視,社會各界對幼兒教師專業(yè)發(fā)展水平的要求也日益提高。因?qū)逃|(zhì)量的重視,教師學習共同體也隨之興起。相關研究表明,學習共同體對教師個人專業(yè)發(fā)展水平及教師集體專業(yè)發(fā)展水平都具有積極的推動作用。教師之間組成互動的學習群體,為共同體成員提供了更多對話的機會和平臺,形成相互影響的人際關系和文化氛圍,達到知識共享和人際關系平等,有助于提高教師素質(zhì),從而提高教育質(zhì)量。然而,目前有關幼兒教師在學習共同體中對話方面的相關研究甚少,鑒于此本文以幼兒教師在學習共同體中影響對話有效性的因素及策略作為研究線索,結(jié)合對話理論的相關研究,旨在探索可以使幼兒教師學習共同體充分發(fā)揮其作用的對話機制。本文在闡釋幼兒教師學習共同體的特點、作用及影響因素的基礎上,分析和論證了創(chuàng)建對話機制的理論依據(jù)和實踐依據(jù),結(jié)合相關理論和調(diào)研,探討了幼兒教師對話機制的運行機制、動力機制、保障機制,這是本文的主體部分。本文論述了通過運行機制來規(guī)范對話機制的啟動和運行,其中包括運行模式、運行主體和運行客體的相互作用;在運行主體和運行客體的支持性條件滿足的前提下,進入運行模式的設定中,使對話有序的開展;在對話過程中,以動力機制來激發(fā)對話機制的活力和積極性,從對話文化、對話技巧和對話關系三方面來建立平等、信任的對話氛圍,使對話的內(nèi)在動力得到激發(fā);最后,以保障機制來使對話機制可持續(xù)有效的發(fā)展,并從管理層面、教師層面和知識層面探討了保障對話機制可持續(xù)的發(fā)展。
[Abstract]:With the gradual attention paid to preschool education at home and abroad, the demands for the professional development of preschool teachers from all walks of life are also increasing. Due to the importance of the quality of education, the teachers' learning community is also rising. The learning community plays an active role in promoting both the teachers' individual professional development level and the teachers' collective professional development level. Teachers form an interactive learning group, which provides more opportunities and platforms for the members of the community to engage in dialogue. Creating an interactive interpersonal and cultural atmosphere, achieving knowledge-sharing and interpersonal equality, contributing to the improvement of the quality of teachers and thereby improving the quality of education... however, At present, there are few researches on the dialogue of preschool teachers in the learning community. In view of this, this paper takes the factors and strategies that affect the effectiveness of dialogue in the learning community as the research clue, and combines the relevant research of the dialogue theory. The purpose of this paper is to explore a dialogue mechanism which can make the preschool teachers' learning community fully play its role. This paper, on the basis of explaining the characteristics, functions and influencing factors of the early childhood teachers' learning community, This paper analyzes and demonstrates the theoretical basis and practical basis for the establishment of dialogue mechanism, and probes into the operational mechanism, dynamic mechanism and guarantee mechanism of dialogue mechanism of preschool teachers in combination with relevant theories and investigations. This is the main part of this paper. This paper discusses how to regulate the startup and operation of the dialogue mechanism through the operation mechanism, including the operation mode, the interaction between the operation subject and the operation object; Under the premise that the supporting conditions of the main body and the object of operation are satisfied, we should enter into the setting of the operation mode to make the dialogue develop in an orderly manner; in the process of dialogue, the dynamic mechanism is used to stimulate the vitality and enthusiasm of the dialogue mechanism, and from the dialogue culture, the dynamic mechanism is used to stimulate the vitality and enthusiasm of the dialogue mechanism. Dialogue skills and dialogue relations to create an atmosphere of equality, trust and dialogue, so as to stimulate the internal momentum of dialogue; finally, to ensure the sustainable and effective development of dialogue mechanisms, and from the management level, The teacher level and the knowledge level discuss the sustainable development of the guarantee dialogue mechanism.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G615

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